REVIEW: Transition to practice in pharmacy: An ill-defined concept?


  • Maude Arsenault Université de Montréal, Montréal, Canada
  • Gilles Leclerc Université de Montréal, Montréal, Canada
  • Émilie Angrignon-Girouard Université de Montréal, Montréal, Canada
  • Pierre-Marie David Université de Montréal, Montréal, Canada



Healthcare, New professional, Newly graduate, Pharmacy, Transition to practice


Commonly described as the passage from school to practice, transition to practice, as a concept, as yet to be explored in-depth, is clearly circumscribed and conceptualised to better address the issues experienced by new health professionals when they begin their professional practice. This study intends to describe how the process of transition to practice is represented and studied within various health disciplines, particularly in pharmacy. A scoping review design was chosen to sort out a corpus of published papers on the transition to practice. The primary objectives of this review are to clarify the key concepts related to the transition to practice, make sense of the available literature and evidence on the transition to practice in health disciplines, detect gaps in the current knowledge, particularly in pharmacy, and identify relevant lines of inquiry that would provide a better understanding of this critical and vital process.

Author Biographies

Maude Arsenault, Université de Montréal, Montréal, Canada

Anthropology Department, Faculty of arts and sciences

Gilles Leclerc, Université de Montréal, Montréal, Canada

Technopedagogue and evaluation advisor at the Faculty of Pharmacy

Émilie Angrignon-Girouard, Université de Montréal, Montréal, Canada

Anthropology Department, Faculty of arts and sciences

Pierre-Marie David, Université de Montréal, Montréal, Canada

Assistant Professor· Faculty of Pharmacy


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How to Cite

Arsenault, M., Leclerc, G. ., Angrignon-Girouard, Émilie ., & David, P.-M. (2022). REVIEW: Transition to practice in pharmacy: An ill-defined concept?. Pharmacy Education, 22(1), p. 226–235.